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20 décembre 2022
- handle: 10670/1.untls7
- hal: hal-03913547
- doi: 10.1007/978-3-031-10518-0_30
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info:eu-repo/semantics/altIdentifier/doi/10.1007/978-3-031-10518-0_30
Mots-clés
Comics Cryptography Mathematics Education ResearchSujets proches
Manhwa (Comic books, strips, etc.) Serial picture books Comics Manhua (Comic books, strips, etc.) Comic strips Manga (Comic books, strips, etc.) FunniesCiter ce document
Cécile de Hosson et al., « Let’s Put Mathematics into Comics! A Didactic Analysis of the Comics and Science Workshops », HAL-SHS : sciences de l'éducation, ID : 10.1007/978-3-031-10518-0_30
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Résumé
An increasing number of science communication projects promote the use of narrative media to help the target audience discover scientific methods and content through the prism of art. Theater, literature, and cinema are just some of the forms that are used to communicate science in order to make it more appealing. The visual arts, such as comic books and graphic novels, have been used with the same aim. Mathematics has also captured the interest of authors wanting to explore this new way to popularize scientific knowledge. However, although, it has been widely claimed that comics have an important role to play in science education, very few studies have evaluated their effect on learning. Furthermore, most research that addresses the interplay between science Comics & Science education focuses on the use of existing comic books in the classroom. In this chapter, we present an educational program (the Comics and Science workshops) in which the student is no longer a reader, but the author of a scientific comic strip. Specifically, we investigate how teenagers who participated in the workshop incorporated the mathematical knowledge delivered by a PhD student, in the domain of cryptography, into a single-page comic. Through an analysis of the graphic and narrative choices of the teenagers, we show that the comic strip can be an effective medium for the appropriation and presentation of mathematical knowledge.